What do we need to do to boost science learning?

What do we need to do to boost science learning?

Tuesday, 15 Aug 2006

A panel of science education experts will explore possible ways forward at the closing of the Australian Council for Educational Research (ACER) annual conference Boosting Science Learning – What will it take? at the Hyatt Hotel in Canberra today.

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Principal for a Day and ACER unite to lead the way in business-education partnerships

Principal for a Day and ACER unite to lead the way in business-education partnerships

Monday, 14 Aug 2006

The Principal for a Day event on 17 August will be the first from its new home at the prestigious Australian Council for Educational Research (ACER). The program, a pioneer in growing lasting relationships between government schools, business and the wider community will involve 85 “Principals for a Day”, including ACER’s Chief Executive, Professor Geoff Masters.

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Highly accomplished science teachers deserve higher pay

Highly accomplished science teachers deserve higher pay

Monday, 14 Aug 2006

The quality of science teaching and learning in our schools would be improved if science teachers were assessed and highly accomplished teachers rewarded with a higher salary, according to a paper by Dr Lawrence Ingvarson and Ms Anne Semple.

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Science curriculum requires greater focus on community

Science curriculum requires greater focus on community

Monday, 14 Aug 2006

If science education is to remain useful to students outside of school the curriculum must move beyond the textbook, using community resources to explore science-related community issues according to a leading expert in science education.

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Science curriculum must focus on ideas, evidence and argument

Science curriculum must focus on ideas, evidence and argument

Sunday, 13 Aug 2006

Current practices in science education may be leaving many students poorly educated about science and with an ambivalent or negative attitude towards science according to a visiting expert. Professor Jonathan Osborne of King’s College London argues that science education requires a shift in focus towards ideas, evidence and argument that is more appropriate to the needs of the future citizen and the values of contemporary youth.

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